Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/67393

Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation

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Title:Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation
Authors:Phonekeo, Say
Macalister, John
Keywords:Culture of Thinking (CoT)
reading comprehension
thinking routines
EFL pre-service teachers
cultural forces
show 3 moremetacognitive reading
critical reading/thinking
Bloom’s Taxonomy.
show less
Date Issued:15 Apr 2021
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Citation:Phonekeo, S., & Macalister, J. (2021). Reading performance and perceptions of Lao EFL pre-service teachers following a culture of thinking implementation. Reading in a Foreign Language, 33(1), 55-77. http://hdl.handle.net/10125/67393
Abstract:A culture of thinking (CoT) is defined as “a place where a group’s collective as well as individual thinking is valued, visible, and actively promoted as the regular, day-to-day experience of all group members” (Ritchhart et al., 2011, p. 219). This study aimed to determine the effects of a CoT implementation on Lao English as a foreign language (EFL) pre-service teachers’ reading comprehension development and to investigate their perceptions towards the CoT-based reading instruction. To achieve the objectives, two intact classes of year three EFL pre-service teachers were randomly assigned to implementation and control conditions and measured with pre-, post- and delayed post-reading tests. Focus group interviews were also conducted to obtain in-depth insights into their perceptions of the CoT-based learning. The findings revealed that the implementation class outperformed the control class in terms of reading comprehension development and had a strong effect size (Cohen’s d = 1.0183). In the focus group interviews, pre-service teachers generally expressed positive views towards the CoT-based reading instruction.
URI:http://hdl.handle.net/10125/67393
ISSN:1539-0578
Volume:33
Issue/Number:1
Appears in Collections: Volume 33, No. 1


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